Sekce 1 – Teorie a metoda v pedagogice
Autoři: Patrícia Martinková, Eva Potužníková, Adéla Drabinová
Abstrakt: Cílem příspěvku je analyzovat změny v kompetencích k učení mezi 6. a 9. ročníkem v závislosti na typu školy (základní školy vs. víceletá gymnázia). Vedle porovnání zlepšení v celkových skórech studujeme také změny na úrovni subškál a jednotlivých položek s využitím analýzy odlišného fungování položek. Vedlejším cílem příspěvku je tak poukázat na metodologické aspekty analýzy testových dat.
Klíčová slova: Kompetence k učení, typ školy, propensity score matching, odlišné fungování položek
Title: Differences in learning competence with respect to school type: A case for propensity score matching and analysis of differential item functioning
Abstract: In this work, we use data from Czech Longitudinal Study in Education to analyze gains in learning competence between Grade 6 and Grade 9 with respect to school type (basic schools vs. Gymnasia). Propensity score matching is used to form parallelized samples to eliminate the effect of the selective school intake. We fit regression models on total score to test for overall school type effect. Further, we analyze scores and gains on subscales, and we check for differential item functioning (DIF). While no significant difference between basic schools and gymnasia is present for the overall learning competence gains, we find significantly higher gains in Mathematical concepts subscale and significant DIF in some items. We argue that item-level analysis is important for deeper understanding of the tracking implications.
Keywords: Learning competence, academic tracking, propensity score matching, differential item functioning
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